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“by foregrounding the views and voices of particular research participants and examining ways in which my research engendered action within my teaching I have aspired towards authenticity.<br />- Casey (2010)<br />”<br />
Why are your findings Trustworthy and authentic?<br />
Because your data gathering tools worked<br />
NB<br />If you have answered yes to any of the above questions or if you consider that there are other significant ethical issues then details of how you are going to minimise the risk of harm to participants should be summarised below<br /> <br />
Harm Is a research strategy likely to cause harm, and is there any way in which such harm could be justified or excused?<br />- Bridgeset al (2007)<br />
Autonomy Does the research process display respect for people in the sense of allowing them to make decisions for themselves, notably about whether or not to participate?<br />- Bridgeset al (2007)<br />
Privacy A central feature of research is to make matters public, to provide descriptions and explanations that are publicly available. But what should and should not be made public?<br />- Bridgeset al (2007)<br />
Reciprocity The research process can also disrupt people’s lives in various ways. Given this, what, if anything, should participants reasonably expect in return from researchers; and what should researchers offer them?<br />- Bridgeset al (2007)<br />
Equity It may be argued that the various individuals and groups that a researcher comes into contact with in the course of research should be treated equally, in the sense that no-one is unjustly favoured or discriminated against.<br />- Bridgeset al (2007)<br />
References<br />Bridges, D., Gingell, J., Suissa, J., Watts, M. and Winch, C. (2007) Ethics and educational research: philosophical perspectives. London: TLRP. Online at http://www.bera.ac.uk/ethics-and-educational-research-philosophical-perspectives/ <br />Casey, A. (2010). Practitioner Research in Physical Eductaion: Teacher transformation through pedagogical and curricular change, Unpublished doctoral Thesis, Leeds Metropolitan University. <br />O’Neal, S. (2004). Individualized instruction for improved student achievement education’s ‘holy grail’. The Journal . Retrieved from http://thejournal.com/the/printarticle/?id=16635 <br />
Images<br />Slide 2 – “home design” by Forwardcom on Stockxchng<br />Slide 6 – Image from iStockPhoto<br />Slide 8 - “Flower on Hand”by racks on Stockxchng<br />Slide 11/12 - “Watching”by ngouldon Stockxchng<br />Slide 11/16 - “Journalist” by ivancicas on Stockxchng<br />Slide 11/20 - “hand with clipboard”by dinnyon Stockxchng<br />Slide 11, 24 - Image from iStockPhoto<br />Slide 33 - “Say What?”by ivancicas on Stockxchng<br />Slide 43 – Free immage, source unknown<br />Slide 45 - Image from iStockPhoto<br />